http://openeducation.wiki/w/api.php?action=feedcontributions&feedformat=atom&user=Cristina+BrecciaroliVirtual Education Wiki - User contributions [en]2026-04-11T14:55:26ZUser contributionsMediaWiki 1.39.1http://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25700VISCED on Mali fragment2011-07-25T16:34:42Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]<br />
<br />
'''Oerview'''<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
'''Country Profile'''<br />
<br />
Mali is a landlocked West African country with a surface area of 1.24 million square<br />
kilometres and a population of about 13.5 million people, 73% of which live in rural areas.<br />
The population density is very disproportionate, from 90 people per square kilometre in the<br />
Niger central delta to less than five people per square kilometre in the north Saharan region.<br />
A former French colony, Mali (Sudan Republic) became independent in 1960. Its capital is<br />
Bamako (population: 840,000). It shares its borders with Mauritania and Algeria on the north,<br />
Niger on the east, Burkina Faso and Côte d’Ivoire on the south, Guinea on the southwest, and<br />
Senegal on the east. The highest point is Hombori Tondo in the central region of the country.<br />
Table 1 provides some selected socio-economic indicators for the country<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through [http://www.edc.org/newsroom/articles/teacher_training_mali Interactive Radio (FIER)] with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007 <br />
<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25699VISCED on Mali fragment2011-07-25T16:33:33Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]<br />
<br />
'''Oerview'''<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
'''Country Profile'''<br />
<br />
Mali is a landlocked West African country with a surface area of 1.24 million square<br />
kilometres and a population of about 13.5 million people, 73% of which live in rural areas.<br />
The population density is very disproportionate, from 90 people per square kilometre in the<br />
Niger central delta to less than five people per square kilometre in the north Saharan region.<br />
A former French colony, Mali (Sudan Republic) became independent in 1960. Its capital is<br />
Bamako (population: 840,000). It shares its borders with Mauritania and Algeria on the north,<br />
Niger on the east, Burkina Faso and Côte d’Ivoire on the south, Guinea on the southwest, and<br />
Senegal on the east. The highest point is Hombori Tondo in the central region of the country.<br />
Table 1 provides some selected socio-economic indicators for the country<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007 <br />
<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25698VISCED on Mali fragment2011-07-25T16:32:16Z<p>Cristina Brecciaroli: /* References */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007 <br />
<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25697VISCED on Mali fragment2011-07-25T16:25:01Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25696VISCED on Mali fragment2011-07-25T16:23:50Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25695VISCED on Mali fragment2011-07-25T16:23:35Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Mali has a national policy and strategic plan for ICT, administered through the Information<br />
and Communications Technology Agency (AGETIC). One of its missions is to set up an<br />
empowering environment for the promotion and use of ICT in education and capacitybuilding<br />
for the formal and non-formal sectors.<br />
Though certain challenges obstacles persist -- such as a very low level of development of the<br />
telephone networks and no direct access to an Internet backbone -- a number of actors,<br />
including the Ministry of Education, local and international public and private partnerships,<br />
and many others, remain committed to enhancing Mali’s education system. Notable Initiatives<br />
in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet<br />
in schools, SchoolNet Mali and, in non formal education, the UNESCO Community<br />
Multimedia Centre Scale-Up Project which enables ICT access for villages.<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25694VISCED on Mali fragment2011-07-25T16:22:22Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25693VISCED on Mali fragment2011-07-25T16:21:54Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]<br />
<br />
The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).<br />
Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.<br />
The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.<br />
To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali. <br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Mali_fragment&diff=25692VISCED on Mali fragment2011-07-25T16:17:04Z<p>Cristina Brecciaroli: New page: ''by authorname authorsurname'' <!-- Replace by name(s) of lead author(s) --> == Experts situated in Country == <!-- This should include VISCED partners in the country, or partners from...</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Mali]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25687VISCED on Madagascar fragment2011-07-25T12:51:27Z<p>Cristina Brecciaroli: /* Virtual initiatives in post-secondary education */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]<br />
'''Formation de formateurs sur les technologies éducatives'''. 14 juillet 2011<br />
<br />
Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).<br />
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.<br />
<br />
'''Le projet TICE MADACOM en bref'''<br />
<br />
Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.<br />
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.<br />
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.<br />
<br />
<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25686VISCED on Madagascar fragment2011-07-25T12:51:14Z<p>Cristina Brecciaroli: /* Virtual initiatives in post-secondary education */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]<br />
'''Formation de formateurs sur les technologies éducatives'''. 14 juillet 2011<br />
<br />
Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).<br />
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.<br />
<br />
'''Le projet TICE MADACOM en bref'''<br />
Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.<br />
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.<br />
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.<br />
<br />
<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25685VISCED on Madagascar fragment2011-07-25T12:50:49Z<p>Cristina Brecciaroli: /* Virtual initiatives in post-secondary education */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]<br />
'''Formation de formateurs sur les technologies éducatives'''. 14 juillet 2011<br />
<br />
Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).<br />
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.<br />
<br />
'''Le projet TICE MADACOM en bref<br />
'''Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.<br />
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.<br />
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.<br />
<br />
<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25684VISCED on Madagascar fragment2011-07-25T12:50:12Z<p>Cristina Brecciaroli: /* Virtual initiatives in post-secondary education */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]<br />
Formation de formateurs sur les technologies éducatives<br />
14 juillet 2011 <br />
Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).<br />
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.<br />
Le projet TICE MADACOM en bref<br />
Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.<br />
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.<br />
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.<br />
<br />
<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25683VISCED on Madagascar fragment2011-07-25T12:49:53Z<p>Cristina Brecciaroli: /* Virtual initiatives in post-secondary education */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]<br />
Formation de formateurs sur les technologies éducatives<br />
14 juillet 2011 <br />
Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).<br />
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.<br />
Le projet TICE MADACOM en bref<br />
Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.<br />
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.<br />
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.<br />
<br />
<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25669VISCED on Madagascar fragment2011-07-25T11:42:57Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
[http://www.ecolevinet.com Ecole Vinet de Madagascar]<br />
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. Facts about the school and slides. <br />
More information needs to be seeked.<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25668VISCED on Madagascar fragment2011-07-25T11:39:01Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.<br />
SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25667VISCED on Madagascar fragment2011-07-25T11:22:53Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25666VISCED on Madagascar fragment2011-07-25T11:22:37Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
'''Overview'''<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
'''Country Profile'''<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25665VISCED on Madagascar fragment2011-07-25T11:22:01Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
Overview<br />
Madagascar has begun to take steps towards promoting ICTs for development with the<br />
adoption of two policies: 1) the national ICT policy in 2004 and 2) the economic and<br />
social development policy, the Madagascar Action Plan for 2007-2012, which promotes<br />
the expansion of ICT infrastructure and access in the country including the establishment<br />
of ICT centres in schools. The country does not have a national ICT policy for education,<br />
and the level of access to ICTs including connectivity is relatively low. There are a few<br />
initiatives in the country that attempt to promote the access and use of ICTs to support<br />
learning and teaching, but these largely assume the form of extracurricular projects.<br />
Country Profile<br />
Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of<br />
privatisation and liberalisation which has placed the country on a slow and steady growth<br />
path. Agriculture, including fishing and forestry, is a mainstay of the economy,<br />
accounting for more than one-quarter of the GDP and employing 80% of the population.<br />
Exports of apparel have boomed in recent years primarily due to duty-free access to the<br />
US. Deforestation and erosion, aggravated by the use of firewood as the primary source<br />
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,<br />
drought, and locust infestation. Poverty reduction and combating corruption will be the<br />
centrepieces of economic policy for the next few years.<br />
Madagascar is a classified as a highly indebted poor country by the World Bank.<br />
Children make up more than half of the population, and half of them live on less than<br />
USD$1 a day.<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25664VISCED on Madagascar fragment2011-07-25T11:21:11Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
[http://www.infodev.org/en/Publication.413.html Source InfoDev]<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25663VISCED on Madagascar fragment2011-07-25T11:19:35Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]<br />
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]<br />
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]<br />
<br />
<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25662VISCED on Madagascar fragment2011-07-25T11:17:46Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
<br />
No evidences, though, from the website, of what has been actually being run in the country.<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25661VISCED on Madagascar fragment2011-07-25T11:14:24Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
<br />
<br />
<br />
<br />
<br />
=== Post-secondary ===<br />
<br />
== Administration and finance ==<br />
<br />
=== Schools ===<br />
<br />
=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.<br />
The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.<br />
The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.<br />
No evidence, though, of what has been actually being run in the country.<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25660VISCED on Madagascar fragment2011-07-25T11:13:36Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
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== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
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== Further and Higher education ==<br />
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=== Universities in Country ===<br />
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== Education reform ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
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== Administration and finance ==<br />
<br />
=== Schools ===<br />
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=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]<br />
<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25659VISCED on Madagascar fragment2011-07-25T11:09:02Z<p>Cristina Brecciaroli: </p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
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== Further and Higher education ==<br />
<br />
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=== Universities in Country ===<br />
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=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
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<br />
<!-- cover public and private --><br />
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== Education reform ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
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== Administration and finance ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Madagascar]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Madagascar_fragment&diff=25658VISCED on Madagascar fragment2011-07-25T11:08:20Z<p>Cristina Brecciaroli: New page: ''by authorname authorsurname'' <!-- Replace by name(s) of lead author(s) --> == Experts situated in Country == <!-- This should include VISCED partners in the country, or partners from...</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
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== Further and Higher education ==<br />
<br />
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=== Universities in Country ===<br />
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<!-- cover public and private --><br />
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=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
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<!-- cover public and private --><br />
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== Education reform ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
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== Administration and finance ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Pangaea]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Aruba_fragment&diff=25655VISCED on Aruba fragment2011-07-22T17:57:36Z<p>Cristina Brecciaroli: /* References */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
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=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
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=== Schools ===<br />
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<br />
=== Post-secondary ===<br />
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== Administration and finance ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
Systemwide use of ICT in schools in Aruba has not progressed at a rate commensurate with the country’s economic success. Chief barriers are the absence of ICT policy or ICT prioritization in education, a concomitant lack of funds, and teachers’ inadequate mastery of ICT skills. However, the Aruba Pedagogical Institute (IPA), trains all primary teachers and houses the School of Tomorrow project (www.schooloftomorrowipaaruba.com), which supports two ICT pilot schools as well as a technology-rich model classroom that facilitates experimentation with ICT integration, teaching to multiple intelligences, and development of collaborative and project-based learning activities.<br />
<br />
In primary education, not all schools have computers and even less internet access. <br />
As for secondary education, Over 33% of secondary schools have computers and Internet connections (WAN). Students primarily use these computers to build ICT skills and to prepare for ICT exams. IT curricula include use Microsoft Office productivity tools. <br />
Educational software is available in both primary and secondary school to reinforce learning in Dutch language, math, language arts, and science.<br />
Non-formal, distance, and open modes of education are not currently factors in Aruban education at this time.<br />
[Source: Gaible E., 2008, Survey of ICT and Education in the Caribbean: A summary report based on 16 Country Surveys. Washington DC, InfoDev]<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
Gaible E., 2008, Survey of ICT and Education in the Caribbean: A summary report based on 16 Country Surveys. Washington DC, InfoDev<br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Aruba]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Aruba_fragment&diff=25654VISCED on Aruba fragment2011-07-22T17:56:45Z<p>Cristina Brecciaroli: /* ICT in education initiatives */</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
<br />
=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
<br />
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<br />
=== Post-secondary ===<br />
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== Administration and finance ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
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== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
Systemwide use of ICT in schools in Aruba has not progressed at a rate commensurate with the country’s economic success. Chief barriers are the absence of ICT policy or ICT prioritization in education, a concomitant lack of funds, and teachers’ inadequate mastery of ICT skills. However, the Aruba Pedagogical Institute (IPA), trains all primary teachers and houses the School of Tomorrow project (www.schooloftomorrowipaaruba.com), which supports two ICT pilot schools as well as a technology-rich model classroom that facilitates experimentation with ICT integration, teaching to multiple intelligences, and development of collaborative and project-based learning activities.<br />
<br />
In primary education, not all schools have computers and even less internet access. <br />
As for secondary education, Over 33% of secondary schools have computers and Internet connections (WAN). Students primarily use these computers to build ICT skills and to prepare for ICT exams. IT curricula include use Microsoft Office productivity tools. <br />
Educational software is available in both primary and secondary school to reinforce learning in Dutch language, math, language arts, and science.<br />
Non-formal, distance, and open modes of education are not currently factors in Aruban education at this time.<br />
[Source: Gaible E., 2008, Survey of ICT and Education in the Caribbean: A summary report based on 16 Country Surveys. Washington DC, InfoDev]<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Pangaea]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
<br />
<!-- Also add categories for language communities --><br />
<br />
<br />
[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=VISCED_on_Aruba_fragment&diff=25653VISCED on Aruba fragment2011-07-22T17:54:36Z<p>Cristina Brecciaroli: New page: ''by authorname authorsurname'' <!-- Replace by name(s) of lead author(s) --> == Experts situated in Country == <!-- This should include VISCED partners in the country, or partners from...</p>
<hr />
<div>''by authorname authorsurname''<br />
<!-- Replace by name(s) of lead author(s) --><br />
<br />
<br />
== Experts situated in Country ==<br />
<br />
<!-- This should include VISCED partners in the country, or partners from other current/former relevant projects such as Re.ViCa --><br />
<!-- as well as members of IAC and experts in universities, key ministries or agencies --><br />
<br />
== Country in a nutshell ==<br />
<br />
<!-- enter a few sentences - focus on name(s) of country, location, population, capital city --><br />
<!-- (for almost all countries this has been done, but needs updating especially for population) --><br />
<br />
== Education in Country ==<br />
<br />
<!-- overview of "all" sectors, focussing on laws, statistics, organisation, ministries and agencies --><br />
<br />
== Schools in Country ==<br />
<br />
<!-- cover pre-primary, primary and secondary (all kinds including vocational) --><br />
<br />
== Further and Higher education ==<br />
<br />
<br />
=== Universities in Country ===<br />
<br />
<!-- cover public and private --><br />
<br />
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=== Polytechnics in Country ===<br />
<br />
<!-- cover public and private --><br />
=== Colleges in Country ===<br />
<br />
<br />
<br />
<!-- cover public and private --><br />
<br />
== Education reform ==<br />
<br />
<br />
<br />
=== Schools ===<br />
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<br />
=== Post-secondary ===<br />
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== Administration and finance ==<br />
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=== Schools ===<br />
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=== Post-secondary ===<br />
<br />
== Quality assurance ==<br />
<br />
=== Schools ===<br />
<br />
<br />
=== Post-secondary ===<br />
<!-- subdivide as necessary - QA for HE is usually very different from QA for colleges --><br />
<br />
== Information society ==<br />
<br />
<!-- overview, focussing on laws, statistics, rankings, ministries, agencies and initiatives --><br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
<br />
<!-- include virtual schools, virtual classes and other initiatives --><br />
<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives --><br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
=== General lessons ===<br />
<br />
<br />
=== Notable practices ===<br />
<br />
<!-- include exemplar practices (ones to follow) as well as practices to avoid --><br />
<br />
<br />
== References ==<br />
<br />
<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports --><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
>> [[Main Page]]<br />
<br />
[[Category:Pangaea]]<br />
<!-- Don't forget to change "Pangaea" to the relevant country --><br />
<br />
<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions --><br />
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<!-- Also add categories for language communities --><br />
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[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Benin&diff=25652Benin2011-07-22T17:52:06Z<p>Cristina Brecciaroli: /* '''ORIDEV''' */</p>
<hr />
<div>''by [[Graham Clarke]]''<br />
<br />
== Experts situated in Benin ==<br />
<br />
None.<br />
<br />
<br />
== Benin in a nutshell ==<br />
<br />
[[Image:Benin.gif|right|thumb|220px|Source : http://www.cia.gov]]<br />
''Benin'', officially the '''Republic of Benin''', is a country in Western Africa. It borders [[Togo]] to the west, [[Nigeria]] to the east and [[Burkina Faso]] and [[Niger]] to the north; its short coastline to the south leads to the Bight of Benin. <br />
<br />
Its size is just over 110,000 sq km with a population of almost 9,325,032 (CIA July 2011 est.).<br />
<br />
Its capital is the Yoruba founded city of Porto Novo, but the seat of government is the Fon city of Cotonou. <br />
<br />
Benin was known as '''Dahomey''' until 1975.<br />
<br />
French is the official language of Benin, but most people speak an African language. Traditional religious beliefs are professed by about 60% of the population. Islam is the religion of about 15% of the people, most of whom live in the north. Christianity, especially Roman Catholicism, is the religion of about 20%, the great majority of whom live in the south.<br />
<br />
For a longer summary see Wikipedia or http://www.internationaleducationmedia.com/benin/<br />
<br />
<br />
== Education in Benin==<br />
<br />
<!-- overview of all sectors --><br />
(sourced from http://en.wikipedia.org/wiki/Education_in_Benin)<br />
<br />
Education in Benin is neither free nor mandatory. In 1996, the gross primary enrollment rate was 72.5 percent, and the net primary enrollment rate was 59.3 percent. A far greater percentage of boys are enrolled in school than girls: in 1996, the gross primary enrollment rate for boys was 88.4 percent as opposed to 55.7 percent for girls; the net primary enrollment rates were 71.6 percent for boys and 46.2 percent for girls. Primary school attendance rates were unavailable for Benin as of 2001. While enrollment rates indicate a level of commitment to education, they do not always reflect children's participation in school. Because of a rapid increase in the enrollment rate, the student/teacher ratio rose from 36:1 in 1990 to 53:1 in 1997. The overall adult literacy rate is nearly 40%. Only 25% of women in Benin are literate.<br />
<br />
== School-level education ==<br />
[[Image:Edsyst.jpg|left|thumb|320px|Source : http://www.ibe.unesco.org/en/worldwide/unesco-regions/africa/benin/profile-of-education.html]]<br />
<br />
'''Pre-school''' Lasting two years, children are accepted into nurseries from ages three to four. <br />
<br />
'''Primary level''' For those who attended pre-school, primary level can start from age five. It is mandatory from age six for everyone. Lasting six years, it is divided into three two year cycles along the following lines:<br><br />
• Preparatory classes (cours d’initiation et cours préparatoire)<br><br />
• Elementary classes (cours élémentaires I&II)<br><br />
• Middle classes (cours moyens I&II)<br><br />
<br />
Primary education culminates in a national school-leaving certificate called Certificat d’Etude Primaire (C.E.P.), and examination serving the purposes of showing completion of primary education and serving as a selection process for secondary school, which works on a priority basis. <br />
<br />
'''Secondary level''' Lasting seven years, and split into two cycles lasting four and three years respectively, secondary education is open from the ages 11 to 12. Core subjects are set for the first three years (junior high school), while in the fourth some are emphasised to give the students options in the Brevet Elementaire Du Premier Cycle (B.E.P.C.) exam. <br />
<br />
In the second cycle (senior high school), studies are organised into four sections:<br />
<br />
• Literature<br><br />
• Economics<br><br />
• Mathematics<br><br />
• Biology<br><br />
<br />
'''Vocational and Technical'''<br />
<br />
After primary, this is the priority of the government. Private schools constitute 87% of this sector. [http://www.spainexchange.com/guide/BJ-education.htm] [http://www.bibl.u-szeged.hu/oseas_adsec/benin.htm]<br />
<br />
<br />
== Further and Higher education ==<br />
<br />
=== Universities in Benin ===<br />
<br />
The '''National University of Benin''' (French: ''Université Nationale du Bénin'') is the principal university in the country of Benin. The university was founded in 1970 as the Université du Dahomey. In 1975 the name was changed to Université Nationale du Bénin. Its name is abbreviated to UNB. <br />
<br />
It is composed of 19 institutions and six campuses. The main campus is the Université d'Abomey-Calavi (UAC). Enrollment at UAC was over 16,000 in 1999, including over 3,300 women.<br />
<br />
The University of Benin maintains ten branches<br />
<br />
# The Campus of Abomey Calavi <br />
#* The Faculty of Economics and Management (FASEG) <br />
#* The Faculty of Law and Political Science (FADESP) <br />
#* The Faculty of Arts and Social Science (FLASH) <br />
#* The Faculty of Science and Technology (FAST) <br />
#* The Faculty of Health Science (FSS) <br />
# The University of Parakou (UNIPAR) <br />
# The School of Applied Economics and Management (ENEAM) <br />
# The National School of Administration and Prosecutor Training (ENAM) <br />
# The Poly Technical School of Abomey Calavi (EPAC) <br />
# The Teachers’ Training School of Porto-Novo (ENS) <br />
#* The Institute of Mathematics and Physics (IMSP) <br />
#* The Faculty Agricultural Science (FSA). <br />
<br />
Some private higher institutions are also accredited by the Ministry of National Education. Altogether 94 higher institutions are accredited.<br />
<br />
=== Polytechnics in Benin ===<br />
<br />
=== Colleges in Benin ===<br />
<br />
== Education reform ==<br />
<br />
<br />
== Administration and finance ==<br />
<br />
<br />
== Quality assurance ==<br />
<br />
<br />
== Information society ==<br />
<br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
==== ORIDEV ====<br />
[http://www.oridev.org/ ORIDEV] - Les Technologies de l'Information et de la Communication au service du développement.<br />
ORIDEV trains and provides Internet access at reduced prices to youth. It organizes periodical virtual meetings and Internet workshops for selected students from schools and colleges. These activities are, however, concentrated in the urban areas, particularly in Cotonou. The programmes attract pupils, students, and jobless graduates. Other courses offered by ORIDEV include MS Office applications, computer maintenance, computer networking, and Web site development. [Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
==== Campus Numérique Francophone de Cotonou ====<br />
<br />
Created by the [[Agence Universitaire de la Francophonie]] (AUF), the CNF provides a centre for researchers and students, providing them with tools and resources for training and research. [http://www.cnf.bj.refer.org/]<br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
== References ==<br />
<br />
<!--(try to add one or two)--><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
<br />
<br />
<!--''Don't forget to change "Pangaea" to the relevant country - and also to the relevant containing continent or continental/oceanic/political (sub)region!''--><br />
[[Category:Benin]]<br />
[[Category:Africa]]<br />
[[Category:Sub-Saharan Africa]]<br />
[[Category:French-speaking countries]]<br />
[[Category:e-World]]<br />
[[Category:Country reports]]<br />
[[Category:Countries with Programmes]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Benin&diff=25651Benin2011-07-22T17:51:13Z<p>Cristina Brecciaroli: /* '''ORIDEV''' */</p>
<hr />
<div>''by [[Graham Clarke]]''<br />
<br />
== Experts situated in Benin ==<br />
<br />
None.<br />
<br />
<br />
== Benin in a nutshell ==<br />
<br />
[[Image:Benin.gif|right|thumb|220px|Source : http://www.cia.gov]]<br />
''Benin'', officially the '''Republic of Benin''', is a country in Western Africa. It borders [[Togo]] to the west, [[Nigeria]] to the east and [[Burkina Faso]] and [[Niger]] to the north; its short coastline to the south leads to the Bight of Benin. <br />
<br />
Its size is just over 110,000 sq km with a population of almost 9,325,032 (CIA July 2011 est.).<br />
<br />
Its capital is the Yoruba founded city of Porto Novo, but the seat of government is the Fon city of Cotonou. <br />
<br />
Benin was known as '''Dahomey''' until 1975.<br />
<br />
French is the official language of Benin, but most people speak an African language. Traditional religious beliefs are professed by about 60% of the population. Islam is the religion of about 15% of the people, most of whom live in the north. Christianity, especially Roman Catholicism, is the religion of about 20%, the great majority of whom live in the south.<br />
<br />
For a longer summary see Wikipedia or http://www.internationaleducationmedia.com/benin/<br />
<br />
<br />
== Education in Benin==<br />
<br />
<!-- overview of all sectors --><br />
(sourced from http://en.wikipedia.org/wiki/Education_in_Benin)<br />
<br />
Education in Benin is neither free nor mandatory. In 1996, the gross primary enrollment rate was 72.5 percent, and the net primary enrollment rate was 59.3 percent. A far greater percentage of boys are enrolled in school than girls: in 1996, the gross primary enrollment rate for boys was 88.4 percent as opposed to 55.7 percent for girls; the net primary enrollment rates were 71.6 percent for boys and 46.2 percent for girls. Primary school attendance rates were unavailable for Benin as of 2001. While enrollment rates indicate a level of commitment to education, they do not always reflect children's participation in school. Because of a rapid increase in the enrollment rate, the student/teacher ratio rose from 36:1 in 1990 to 53:1 in 1997. The overall adult literacy rate is nearly 40%. Only 25% of women in Benin are literate.<br />
<br />
== School-level education ==<br />
[[Image:Edsyst.jpg|left|thumb|320px|Source : http://www.ibe.unesco.org/en/worldwide/unesco-regions/africa/benin/profile-of-education.html]]<br />
<br />
'''Pre-school''' Lasting two years, children are accepted into nurseries from ages three to four. <br />
<br />
'''Primary level''' For those who attended pre-school, primary level can start from age five. It is mandatory from age six for everyone. Lasting six years, it is divided into three two year cycles along the following lines:<br><br />
• Preparatory classes (cours d’initiation et cours préparatoire)<br><br />
• Elementary classes (cours élémentaires I&II)<br><br />
• Middle classes (cours moyens I&II)<br><br />
<br />
Primary education culminates in a national school-leaving certificate called Certificat d’Etude Primaire (C.E.P.), and examination serving the purposes of showing completion of primary education and serving as a selection process for secondary school, which works on a priority basis. <br />
<br />
'''Secondary level''' Lasting seven years, and split into two cycles lasting four and three years respectively, secondary education is open from the ages 11 to 12. Core subjects are set for the first three years (junior high school), while in the fourth some are emphasised to give the students options in the Brevet Elementaire Du Premier Cycle (B.E.P.C.) exam. <br />
<br />
In the second cycle (senior high school), studies are organised into four sections:<br />
<br />
• Literature<br><br />
• Economics<br><br />
• Mathematics<br><br />
• Biology<br><br />
<br />
'''Vocational and Technical'''<br />
<br />
After primary, this is the priority of the government. Private schools constitute 87% of this sector. [http://www.spainexchange.com/guide/BJ-education.htm] [http://www.bibl.u-szeged.hu/oseas_adsec/benin.htm]<br />
<br />
<br />
== Further and Higher education ==<br />
<br />
=== Universities in Benin ===<br />
<br />
The '''National University of Benin''' (French: ''Université Nationale du Bénin'') is the principal university in the country of Benin. The university was founded in 1970 as the Université du Dahomey. In 1975 the name was changed to Université Nationale du Bénin. Its name is abbreviated to UNB. <br />
<br />
It is composed of 19 institutions and six campuses. The main campus is the Université d'Abomey-Calavi (UAC). Enrollment at UAC was over 16,000 in 1999, including over 3,300 women.<br />
<br />
The University of Benin maintains ten branches<br />
<br />
# The Campus of Abomey Calavi <br />
#* The Faculty of Economics and Management (FASEG) <br />
#* The Faculty of Law and Political Science (FADESP) <br />
#* The Faculty of Arts and Social Science (FLASH) <br />
#* The Faculty of Science and Technology (FAST) <br />
#* The Faculty of Health Science (FSS) <br />
# The University of Parakou (UNIPAR) <br />
# The School of Applied Economics and Management (ENEAM) <br />
# The National School of Administration and Prosecutor Training (ENAM) <br />
# The Poly Technical School of Abomey Calavi (EPAC) <br />
# The Teachers’ Training School of Porto-Novo (ENS) <br />
#* The Institute of Mathematics and Physics (IMSP) <br />
#* The Faculty Agricultural Science (FSA). <br />
<br />
Some private higher institutions are also accredited by the Ministry of National Education. Altogether 94 higher institutions are accredited.<br />
<br />
=== Polytechnics in Benin ===<br />
<br />
=== Colleges in Benin ===<br />
<br />
== Education reform ==<br />
<br />
<br />
== Administration and finance ==<br />
<br />
<br />
== Quality assurance ==<br />
<br />
<br />
== Information society ==<br />
<br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
==== '''ORIDEV''' ====<br />
[http://www.oridev.org/ ORIDEV] - Les Technologies de l'Information et de la Communication au service du développement.<br />
ORIDEV trains and provides Internet access at reduced prices to youth. It organizes periodical virtual meetings and Internet workshops for selected students from schools and colleges. These activities are, however, concentrated in the urban areas, particularly in Cotonou. The programmes attract pupils, students, and jobless graduates. Other courses offered by ORIDEV include MS Office applications, computer maintenance, computer networking, and Web site development. [Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
==== Campus Numérique Francophone de Cotonou ====<br />
<br />
Created by the [[Agence Universitaire de la Francophonie]] (AUF), the CNF provides a centre for researchers and students, providing them with tools and resources for training and research. [http://www.cnf.bj.refer.org/]<br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
== References ==<br />
<br />
<!--(try to add one or two)--><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
<br />
<br />
<!--''Don't forget to change "Pangaea" to the relevant country - and also to the relevant containing continent or continental/oceanic/political (sub)region!''--><br />
[[Category:Benin]]<br />
[[Category:Africa]]<br />
[[Category:Sub-Saharan Africa]]<br />
[[Category:French-speaking countries]]<br />
[[Category:e-World]]<br />
[[Category:Country reports]]<br />
[[Category:Countries with Programmes]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Benin&diff=25650Benin2011-07-22T17:50:16Z<p>Cristina Brecciaroli: /* Virtual initiatives in schools */</p>
<hr />
<div>''by [[Graham Clarke]]''<br />
<br />
== Experts situated in Benin ==<br />
<br />
None.<br />
<br />
<br />
== Benin in a nutshell ==<br />
<br />
[[Image:Benin.gif|right|thumb|220px|Source : http://www.cia.gov]]<br />
''Benin'', officially the '''Republic of Benin''', is a country in Western Africa. It borders [[Togo]] to the west, [[Nigeria]] to the east and [[Burkina Faso]] and [[Niger]] to the north; its short coastline to the south leads to the Bight of Benin. <br />
<br />
Its size is just over 110,000 sq km with a population of almost 9,325,032 (CIA July 2011 est.).<br />
<br />
Its capital is the Yoruba founded city of Porto Novo, but the seat of government is the Fon city of Cotonou. <br />
<br />
Benin was known as '''Dahomey''' until 1975.<br />
<br />
French is the official language of Benin, but most people speak an African language. Traditional religious beliefs are professed by about 60% of the population. Islam is the religion of about 15% of the people, most of whom live in the north. Christianity, especially Roman Catholicism, is the religion of about 20%, the great majority of whom live in the south.<br />
<br />
For a longer summary see Wikipedia or http://www.internationaleducationmedia.com/benin/<br />
<br />
<br />
== Education in Benin==<br />
<br />
<!-- overview of all sectors --><br />
(sourced from http://en.wikipedia.org/wiki/Education_in_Benin)<br />
<br />
Education in Benin is neither free nor mandatory. In 1996, the gross primary enrollment rate was 72.5 percent, and the net primary enrollment rate was 59.3 percent. A far greater percentage of boys are enrolled in school than girls: in 1996, the gross primary enrollment rate for boys was 88.4 percent as opposed to 55.7 percent for girls; the net primary enrollment rates were 71.6 percent for boys and 46.2 percent for girls. Primary school attendance rates were unavailable for Benin as of 2001. While enrollment rates indicate a level of commitment to education, they do not always reflect children's participation in school. Because of a rapid increase in the enrollment rate, the student/teacher ratio rose from 36:1 in 1990 to 53:1 in 1997. The overall adult literacy rate is nearly 40%. Only 25% of women in Benin are literate.<br />
<br />
== School-level education ==<br />
[[Image:Edsyst.jpg|left|thumb|320px|Source : http://www.ibe.unesco.org/en/worldwide/unesco-regions/africa/benin/profile-of-education.html]]<br />
<br />
'''Pre-school''' Lasting two years, children are accepted into nurseries from ages three to four. <br />
<br />
'''Primary level''' For those who attended pre-school, primary level can start from age five. It is mandatory from age six for everyone. Lasting six years, it is divided into three two year cycles along the following lines:<br><br />
• Preparatory classes (cours d’initiation et cours préparatoire)<br><br />
• Elementary classes (cours élémentaires I&II)<br><br />
• Middle classes (cours moyens I&II)<br><br />
<br />
Primary education culminates in a national school-leaving certificate called Certificat d’Etude Primaire (C.E.P.), and examination serving the purposes of showing completion of primary education and serving as a selection process for secondary school, which works on a priority basis. <br />
<br />
'''Secondary level''' Lasting seven years, and split into two cycles lasting four and three years respectively, secondary education is open from the ages 11 to 12. Core subjects are set for the first three years (junior high school), while in the fourth some are emphasised to give the students options in the Brevet Elementaire Du Premier Cycle (B.E.P.C.) exam. <br />
<br />
In the second cycle (senior high school), studies are organised into four sections:<br />
<br />
• Literature<br><br />
• Economics<br><br />
• Mathematics<br><br />
• Biology<br><br />
<br />
'''Vocational and Technical'''<br />
<br />
After primary, this is the priority of the government. Private schools constitute 87% of this sector. [http://www.spainexchange.com/guide/BJ-education.htm] [http://www.bibl.u-szeged.hu/oseas_adsec/benin.htm]<br />
<br />
<br />
== Further and Higher education ==<br />
<br />
=== Universities in Benin ===<br />
<br />
The '''National University of Benin''' (French: ''Université Nationale du Bénin'') is the principal university in the country of Benin. The university was founded in 1970 as the Université du Dahomey. In 1975 the name was changed to Université Nationale du Bénin. Its name is abbreviated to UNB. <br />
<br />
It is composed of 19 institutions and six campuses. The main campus is the Université d'Abomey-Calavi (UAC). Enrollment at UAC was over 16,000 in 1999, including over 3,300 women.<br />
<br />
The University of Benin maintains ten branches<br />
<br />
# The Campus of Abomey Calavi <br />
#* The Faculty of Economics and Management (FASEG) <br />
#* The Faculty of Law and Political Science (FADESP) <br />
#* The Faculty of Arts and Social Science (FLASH) <br />
#* The Faculty of Science and Technology (FAST) <br />
#* The Faculty of Health Science (FSS) <br />
# The University of Parakou (UNIPAR) <br />
# The School of Applied Economics and Management (ENEAM) <br />
# The National School of Administration and Prosecutor Training (ENAM) <br />
# The Poly Technical School of Abomey Calavi (EPAC) <br />
# The Teachers’ Training School of Porto-Novo (ENS) <br />
#* The Institute of Mathematics and Physics (IMSP) <br />
#* The Faculty Agricultural Science (FSA). <br />
<br />
Some private higher institutions are also accredited by the Ministry of National Education. Altogether 94 higher institutions are accredited.<br />
<br />
=== Polytechnics in Benin ===<br />
<br />
=== Colleges in Benin ===<br />
<br />
== Education reform ==<br />
<br />
<br />
== Administration and finance ==<br />
<br />
<br />
== Quality assurance ==<br />
<br />
<br />
== Information society ==<br />
<br />
<br />
<br />
== ICT in education initiatives ==<br />
<br />
<br />
=== Virtual initiatives in schools ===<br />
==== '''ORIDEV''' ====<br />
ORIDEV - Les Technologies de l'Information et de la Communication au service du développement (www.oridev.org/).<br />
ORIDEV trains and provides Internet access at reduced prices to youth. It organizes periodical virtual meetings and Internet workshops for selected students from schools and colleges. These activities are, however, concentrated in the urban areas, particularly in Cotonou. The programmes attract pupils, students, and jobless graduates. Other courses offered by ORIDEV include MS Office applications, computer maintenance, computer networking, and Web site development. [Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
<br />
=== Virtual initiatives in post-secondary education ===<br />
<br />
==== Campus Numérique Francophone de Cotonou ====<br />
<br />
Created by the [[Agence Universitaire de la Francophonie]] (AUF), the CNF provides a centre for researchers and students, providing them with tools and resources for training and research. [http://www.cnf.bj.refer.org/]<br />
<br />
<br />
== Lessons learnt ==<br />
<br />
<br />
== References ==<br />
<br />
<!--(try to add one or two)--><br />
<br />
----<br />
> [[Countries]]<br />
<br><br />
<br />
<br />
<!--''Don't forget to change "Pangaea" to the relevant country - and also to the relevant containing continent or continental/oceanic/political (sub)region!''--><br />
[[Category:Benin]]<br />
[[Category:Africa]]<br />
[[Category:Sub-Saharan Africa]]<br />
[[Category:French-speaking countries]]<br />
[[Category:e-World]]<br />
[[Category:Country reports]]<br />
[[Category:Countries with Programmes]]<br />
[[Category:VISCED]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25649Prépaly2011-07-22T17:38:12Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroon] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroon above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prépaly.]<br />
<br />
# Interculturalité. Il s'agit de faire prendre conscience aux élèves des différences culturelles entre leur pays et les autres pays de la francophonie où ils envisagent de poursuivre une partie de leurs études : par exemple l'appréhension des dangers de la vie quotidienne (transports, santé), les usages dans la vie courante, les relations entre jeunes, ou entre jeunes et adultes (enseignants), les méthodes d'enseignement,... It is about supporting prospective mobility for study within the same area (sub-Saharan francophone Africa). Inter-cultural exchange is part of virtual mobility and learning.<br />
# Mini-projet. Nous proposons aux stagiaires de réaliser en binômes un mini-projet, qui consiste à effectuer des recherches bibliographiques sur un sujet choisi (scientifique, technologique ou de culture générale), puis à réaliser un rapport et une présentation orale. [omissis] ce système "rapport + présentation orale" participe à la préparation des étudiants aux stages en entreprise [omissis]. Le rapport [omissis] est envoyé (version électronique uniquement) au coordinateur général ou au coordinateur national de Prépaly, et les présentations orales [omissis] sont effectuées lors d'une journée spécifique en fin de stage devant l'ensemble des stagiaires. Le coordinateur sera chargé de lire et de commenter le rapport [omissis]. Outre l'évaluation des acquis du stagiaire sur différents module du projet, ce contact direct entre le stagiaire et un enseignant du supérieur via Internet pourra amorcer des échanges sur des questions qui préoccupent le stagiaire.<br />
# Compléments scientifiques. Ces cours s'appuient sur des exemples pris dans différentes matières scientifiques [omissis] ou autres [omissis]. Ils offrent une formation complémentaire aux programmes par matières enseignés dans les lycées. Les moyens pédagogiques qu'offrent le web permettent de réaliser en particulier des Travaux Pratiques (TP) virtuels, qui fourniront un complément très utile aux séances de TP suivies au lycée. D'autres cours sont proposés, toujours dans l'optique de "piocher" dans les programmes de plusieurs matières (mathématiques, physique, etc) enseignées au lycée les outils pour analyser de nouveaux phénomènes [omissis]. <br />
[Source: http://www.prepaly.com/ website]<br />
<br />
<br />
[[Category:Virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroon]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25648Prépaly2011-07-22T17:34:23Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroon] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroon above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prépaly.]<br />
<br />
# Interculturalité<br />
Il s'agit de faire prendre conscience aux élèves des différences culturelles entre leur pays et les autres pays de la francophonie où ils envisagent de poursuivre une partie de leurs études : par exemple l'appréhension des dangers de la vie quotidienne (transports, santé), les usages dans la vie courante, les relations entre jeunes, ou entre jeunes et adultes (enseignants), les méthodes d'enseignement,... It is about supporting prospective mobility for study within the same area (sub-Saharan francophone Africa). Inter-cultural exchange is part of virtual mobility and learning.<br />
# Mini-projet. Nous proposons aux stagiaires de réaliser en binômes un mini-projet, qui consiste à effectuer des recherches bibliographiques sur un sujet choisi (scientifique, technologique ou de culture générale), puis à réaliser un rapport et une présentation orale. [omissis] ce système "rapport + présentation orale" participe à la préparation des étudiants aux stages en entreprise [omissis]. Le rapport [omissis] est envoyé (version électronique uniquement) au coordinateur général ou au coordinateur national de Prépaly, et les présentations orales [omissis] sont effectuées lors d'une journée spécifique en fin de stage devant l'ensemble des stagiaires. Le coordinateur sera chargé de lire et de commenter le rapport [omissis]. Outre l'évaluation des acquis du stagiaire sur différents module du projet, ce contact direct entre le stagiaire et un enseignant du supérieur via Internet pourra amorcer des échanges sur des questions qui préoccupent le stagiaire.<br />
# Compléments scientifiques. Ces cours s'appuient sur des exemples pris dans différentes matières scientifiques [omissis] ou autres [omissis]. Ils offrent une formation complémentaire aux programmes par matières enseignés dans les lycées. Les moyens pédagogiques qu'offrent le web permettent de réaliser en particulier des Travaux Pratiques (TP) virtuels, qui fourniront un complément très utile aux séances de TP suivies au lycée. D'autres cours sont proposés, toujours dans l'optique de "piocher" dans les programmes de plusieurs matières (mathématiques, physique, etc) enseignées au lycée les outils pour analyser de nouveaux phénomènes [omissis]. <br />
[Source: http://www.prepaly.com/ website]<br />
<br />
<br />
[[Category:Virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroon]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25647Prépaly2011-07-22T17:34:03Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroon] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroon above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prépaly.]<br />
<br />
* Interculturalité<br />
Il s'agit de faire prendre conscience aux élèves des différences culturelles entre leur pays et les autres pays de la francophonie où ils envisagent de poursuivre une partie de leurs études : par exemple l'appréhension des dangers de la vie quotidienne (transports, santé), les usages dans la vie courante, les relations entre jeunes, ou entre jeunes et adultes (enseignants), les méthodes d'enseignement,... It is about supporting prospective mobility for study within the same area (sub-Saharan francophone Africa). Inter-cultural exchange is part of virtual mobility and learning.<br />
# Mini-projet. Nous proposons aux stagiaires de réaliser en binômes un mini-projet, qui consiste à effectuer des recherches bibliographiques sur un sujet choisi (scientifique, technologique ou de culture générale), puis à réaliser un rapport et une présentation orale. [omissis] ce système "rapport + présentation orale" participe à la préparation des étudiants aux stages en entreprise [omissis]. Le rapport [omissis] est envoyé (version électronique uniquement) au coordinateur général ou au coordinateur national de Prépaly, et les présentations orales [omissis] sont effectuées lors d'une journée spécifique en fin de stage devant l'ensemble des stagiaires. Le coordinateur sera chargé de lire et de commenter le rapport [omissis]. Outre l'évaluation des acquis du stagiaire sur différents module du projet, ce contact direct entre le stagiaire et un enseignant du supérieur via Internet pourra amorcer des échanges sur des questions qui préoccupent le stagiaire.<br />
# Compléments scientifiques. Ces cours s'appuient sur des exemples pris dans différentes matières scientifiques [omissis] ou autres [omissis]. Ils offrent une formation complémentaire aux programmes par matières enseignés dans les lycées. Les moyens pédagogiques qu'offrent le web permettent de réaliser en particulier des Travaux Pratiques (TP) virtuels, qui fourniront un complément très utile aux séances de TP suivies au lycée. D'autres cours sont proposés, toujours dans l'optique de "piocher" dans les programmes de plusieurs matières (mathématiques, physique, etc) enseignées au lycée les outils pour analyser de nouveaux phénomènes [omissis]. <br />
[Source: http://www.prepaly.com/ website]<br />
<br />
<br />
[[Category:Virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroon]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25646Prépaly2011-07-22T17:33:17Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroon] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroon above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prépaly.]<br />
<br />
[[Category:Virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroon]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25645Prépaly2011-07-22T17:31:16Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroun] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroun above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prepaly.]<br />
<br />
[[Category:Virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroun]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25644Prépaly2011-07-22T17:30:07Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroun] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroun above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prepaly.]<br />
<br />
[[Category:Virtual school in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Cameroun]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25643Prépaly2011-07-22T17:29:22Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroun] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroun above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prepaly.]<br />
<br />
[[Category:virtual schools in Africa]]<br />
[[Category:VISCED]]<br />
[[Category:Camerun]]<br />
[[Category:Comoros]]<br />
[[Category:Equatorial Guinea]]<br />
[[Category:Togo]]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25642Prépaly2011-07-22T17:25:25Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
* Respond to the needs of young people in terms of information in science and technology<br />
* Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
* Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
* Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, [http://www.prepaly.com/interactive.htm Cameroun] and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroun above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prepaly.]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=Pr%C3%A9paly&diff=25641Prépaly2011-07-22T17:22:14Z<p>Cristina Brecciaroli: New page: [http://www.prepaly.com/ Prépaly] Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific an...</p>
<hr />
<div>[http://www.prepaly.com/ Prépaly]<br />
Initiative enacted on a platform called Prépaly (interactive multimedia training for PREParing high school students (LYcéens) in advanced scientific and technological studies) with the aim to:<br />
• Respond to the needs of young people in terms of information in science and technology<br />
• Give them basic training in computers and multimedia that will be their key to a successful academic career, and which will help prepare them for the world outside of school<br />
• Reinforce the ties between secondary and higher education establishments in the north with those in the south, as well as to reinforce the ties between schools and academic institutions in different areas of the south<br />
• Facilitate the creation of multimedia content for teaching in francophone Africa<br />
This plan is clearly based on the organisation, production, and diffusion of knowledge and know-how from higher education towards secondary education, through ICT in education.<br />
[Source: Survey of ICT and Education in Africa Volume 2: 53 Country Reports. InfoDev 2007]<br />
Ce projet est financé à hauteur de 100.000 € par le Fond francophone des inforoutes, dans le cadre de son 8ème appel à propositions (voir le site web www.francophonie.org/fonds ). La partie du projet soutenue par le Ffi débute officiellement le 1er octorbe 2002, pour se terminer 18 mois plus tard. <br />
<br />
The project involves Lycées of different countries such as Togo, Cameroun and Comoros and hence promote intercultural learning especially given the “mini-project” initiative by which students from di, [Source: the http://www.prepaly.com website] See also description for Cameroun above.<br />
<br />
NB: What is missing here, though, is to know at what stage of implementation is the initiative in the specific case of Equatorial Guinea: how much the resources made available by Prepaly are actually used, etc.. [Maybe worth contacting and interviewing someone from Prepaly.]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25640IT IS-LTAR2011-07-22T17:18:11Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR]<br />
This is an innovative e-collaborative project between professors in ITIS, an Italian technical school, and Lycée Technique Alessandro Rossi (LTAR), a technical school in Burundi, to utilise broadband Internet to experiment with new ways of distance teaching and learning through screen sharing, video-conferencing and voice over IP. Source: [http://www.infodev.org/en/Publication.389.html ICT in Education in Burundi]. <br />
<br />
The project has also set up a learning management system using Moodle where teachers from the Italian school can collaborate with their Burundian colleagues to exchange experience and design learning For more information: http://www.ltarngozi.org/</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25639IT IS-LTAR2011-07-22T17:17:58Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR]<br />
This is an innovative e-collaborative project between professors in ITIS, an Italian technical school, and Lycée Technique Alessandro Rossi (LTAR), a technical school in Burundi, to utilise broadband Internet to experiment with new ways of distance teaching and learning through screen sharing, video-conferencing and voice over IP. Source: [http://www.infodev.org/en/Publication.389.html ICT in Education in Burundi]. <br />
The project has also set up a learning management system using Moodle where teachers from the Italian school can collaborate with their Burundian colleagues to exchange experience and design learning For more information: http://www.ltarngozi.org/</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25638IT IS-LTAR2011-07-22T17:17:30Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR]<br />
This is an innovative e-collaborative project between professors in ITIS, an Italian technical school, and Lycée Technique Alessandro Rossi (LTAR), a technical school in Burundi, to utilise broadband Internet to experiment with new ways of distance teaching and learning through screen sharing, video-conferencing and voice over IP. Source: [http://www.infodev.org/en/Publication.389.html ICT in Education in Burundi]. The project has also set up a learning management system using Moodle where teachers from the Italian school can collaborate with their Burundian colleagues to exchange experience and design learning For more information: http://www.ltarngozi.org/</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25637IT IS-LTAR2011-07-22T17:17:11Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR]<br />
This is an innovative e-collaborative project between professors in ITIS, an Italian technical school, and Lycée Technique Alessandro Rossi (LTAR), a technical school in Burundi, to utilise broadband Internet to experiment with new ways of distance teaching and learning through screen sharing, video-conferencing and voice over IP. Source: http://www.infodev.org/en/Publication.389.html ICT in Education in Burundi]. The project has also set up a learning management system using Moodle where teachers from the Italian school can collaborate with their Burundian colleagues to exchange experience and design learning For more information: http://www.ltarngozi.org/</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25636IT IS-LTAR2011-07-22T17:12:06Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25635IT IS-LTAR2011-07-22T17:11:40Z<p>Cristina Brecciaroli: </p>
<hr />
<div>[http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR<br />
]</div>Cristina Brecciarolihttp://openeducation.wiki/w/index.php?title=IT_IS-LTAR&diff=25634IT IS-LTAR2011-07-22T17:11:07Z<p>Cristina Brecciaroli: New page: http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR</p>
<hr />
<div>http://www.witar.org/index.php?option=com_content&view=article&id=20&Itemid=58 IT IS-LTAR</div>Cristina Brecciaroli